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From Quantity to Quality: A “New Normal” for Chinese MPA Education Dr. Lan Xue, From Quantity to Quality: A “New Normal” for Chinese MPA Education Dr. Lan Xue, Professor and Dean School of Public Policy and Management Tsinghua University April 13, 2015 1

Outline o The background o The evolution of Chinese PA education; o New normal Outline o The background o The evolution of Chinese PA education; o New normal and new challenges n n n Mission: teaching, research, policy impact Faculty: interdisciplinary and balance Curriculum: theories, tools, management skills Finance: education and research Community: national and international o Accreditation: to be or not to be? 2

I. Background o Four major transformations in China since 1979: n Economic system: o I. Background o Four major transformations in China since 1979: n Economic system: o planning=>market; n industrial structure: o Agriculture + manufacturing=> manufacturing + service n Society: o rural=>urban;closed=>open; n governance system: o charisma and authority=>participation and rule of law 3

Economy: planning=>market 4 Economy: planning=>market 4

Industrial structure (I+II=>II+III) o Agriculture n GDP=>1980=30% => 2000=14. 8% => 2013=10. 0% n Industrial structure (I+II=>II+III) o Agriculture n GDP=>1980=30% => 2000=14. 8% => 2013=10. 0% n Labor>1981=68. 1%=》2012=33. 6% o Manufacturing n GDP=> 1980=49% => 2000=45. 9% => 2013=43. 9% n Labor=>1981=18. 3%=》2012=30. 0% o Service: n GDP: 1980=21% => 2000=39. 3% => 2013=46. 1% n Labor: 1981=13. 6%=》2012=36. 1% 5

Society: rural + closed=>urban + open o rural =>urban (see graphs) n urban population=> Society: rural + closed=>urban + open o rural =>urban (see graphs) n urban population=> 1982=20. 6% => 2013=53. 7% o closed =>open n Self reliance)=> Largest Trading part o Attracting FDI n 2005=$ 26. 5 billion => 2012 =$87. 8 billion o International trade=% of GDP n 1978=10% => 2013 =45% n Overseas Travel: o 2000=10. 47 million 2014=>100 million 6

Governance=>participation and rule of law o Government n Administrative reforms; n Reorientation of functions; Governance=>participation and rule of law o Government n Administrative reforms; n Reorientation of functions; n Expanded public services; n Anti-corruption; o Civil Society & Grassroots democracy n NGO development; n Village election; n public participation in policy process; o Reform in the legal system n …… 7

I. Background—new normal o Economic growth based on scale expansion and export is running I. Background—new normal o Economic growth based on scale expansion and export is running out of steam n n Trade surplus unsustainable; Domestic demands yet to be fully tapped; marginal benefits of public investment is declining; …… 8

o Constraints in natural resources and environment have become prevalent: n China’s per capita o Constraints in natural resources and environment have become prevalent: n China’s per capita arable land, water, oil and natural gas is 40%, 25%, 8. 3% and 4. 1% of world average; n Environmental pollution has reached an alarming level; o Industrial solid waste totals 2 billion tons annually, ; n Extreme weather conditions are happening more frequently. 9

o Social values and cohesion: n Inequality is still widespread; n The widespread of o Social values and cohesion: n Inequality is still widespread; n The widespread of IT and social media has changed public’s understanding and expectation of public affairs ; n How to regain the trust of the public on government? n How to build social consensus based on diverse social values? n How to build social infrastructure based on tradition, family, communities and social organizations? 10

The historical calling for PA to play a central role in China’s development o The historical calling for PA to play a central role in China’s development o To a certain degree, China’s development over the last 30 years has been guided by neoclassic economics. Now it is the time for public administration to play its role; o The reform decision made at the 3 rd plenum of the 18 th Party Congress announced that the objective of the reform is to promote the modernization of the governing institutions and capacities of the country; o This is a historical opportunity for PA field to make its distinctive contribution in China’s future development, are we ready? 11

II. A Review of PA Education in China o China’s PA education started in II. A Review of PA Education in China o China’s PA education started in 1930 s, but stopped almost completely from 1952 to early 1980 s. It began to revive since 1982. n Academic programs (1982— 2001) o Undergraduate programs and graduate programs started; n MPA trial development (2001 -2006) o 1998 -2001: preparation o 2001: first cohort MPA students were admitted in 24 trial programs o 2003: doctoral program in PA started in 6 universities. n MPA expansion and development (2006 -) o Teaching evaluation was conducted in 2006 o Further expansion followed. 12

MPA Education Development in China The evaluation of the 2 nd batch of 10 MPA Education Development in China The evaluation of the 2 nd batch of 10 eligible universities was accomplished. The evaluation of the 4 th 17 and the 5 th 46 eligible universities is ongoing. The evaluation of the 1 st 24 eligible universities was accomplished. The evaluation of the 3 rd batch of 36 eligible universities was accomplished. The evaluation of the 2 nd batch of 13 eligible universities was accomplished. 13

MPA Education Development in China Year Enrollment only Conferred Certificate of Degree Enrollment Conferred MPA Education Development in China Year Enrollment only Conferred Certificate of Degree Enrollment Conferred both Diploma and Certificate of Degree Enrollment Number of Students Degrees of Conferred 2001 4282   2002 4192   2003 3746 30 2004 5865 1055 2005 6631 2662 2006 8747 3097 2007 9512 3663 2008 9232 6020 2009 10362 7690 2010 7038 3077 10115 8181 2011 6455 6904 13359 8537 2012 7329 8055 15384 8775 2013 7015 9952 16967 10491 2014 7443 11000 18443 10476 Summary 97849 38988 136837 70677 14

MPA Education Development in China 20000 Enrollment and Number of Students Degrees of Conferred MPA Education Development in China 20000 Enrollment and Number of Students Degrees of Conferred 18000 16000 14000 12000 10000 8000 Enrollment only Conferred Certificate of Degree Enrollment Conferred both Diploma and Certificate of Degree Enrollment Number of Students Degrees of Conferred 6000 4000 2000 0 6/23/1905 6/24/1905 6/25/1905 6/26/1905 6/27/1905 6/28/1905 6/29/1905 6/30/1905 7/1/1905 7/2/1905 7/3/1905 7/4/1905 7/5/1905 7/6/1905 12: 00: 00 12: 00: 00 12: 00: 00 12: 00: 00 15 AM AM AM AM

The Geographical Distribution of Chinese MPA Colleges Northwest China North China Region Number of The Geographical Distribution of Chinese MPA Colleges Northwest China North China Region Number of MPA Colleges North China 52 Northeast China 24 Northeast China East China 66 South China 43 Southwest China 23 Northwest China 17 Summary 225 Southwest China South China 16

Professional Graduate Degree Category in China The Number Professional Degree The Approved Year 1 Professional Graduate Degree Category in China The Number Professional Degree The Approved Year 1 Master of Business Administration (MBA) 1990 11 Master of Public Health (MPH) 2001 2 Master of Architecture (M. Arch) 1992 12 Master of Military 2002 3 Juris Master (JM) 1995 13 Master of Professional Accounting (MPAcc) 2004 4 Master of Education (Ed. M) 1996 14 Master of Science in Physical Education (MSPE) 2005 5 Master of Engineering (ME) 1997 15 Master of Fine Arts (MFA) 2005 6 Master of Medicine (M.M.) 1998 16 Master of Landscape Architecture (MLA) 2005 7 agricultural extension master (MAE) 1999 17 Master of Teaching Chinese to Speakers of Other Languages (MTCSOL) 2007 8 Master of Veterinary Medicine (VMM) 1999 18 Master of Translation and Interpreting (MTI) 2007 9 Master of Public Administration (MPA) 1999 19 Master of Social Work (MSW) 2008 10 Master of Stomatological Medicine (S.M.M) 2000 20 Master of Finance (MF) 2010 17

Professional Degree Category in China The Number Professional Degree The Approved The Year Number Professional Degree Category in China The Number Professional Degree The Approved The Year Number Professional Degree The Approved Year 21 Master of Applied Statistics (M. A. S. ) 2010 31 Master of Urban Planning (MUP) 2010 22 Master of Taxation (MT) 2010 32 Master of Forestry (MF) 2010 23 Master of International Business (MIB) 2010 33 Master of Nursing Specialist (MNS) 2010 24 Master of Insurance (MI) 2010 34 Professional Master of Pharmacy (M. Pharm) 2010 25 Master of Valuation (MV) 2010 35 Master of Chinese Materia Medica (MCMM) 2010 26 Master of Policing (MP) 2010 36 Master of Tourism Administration (MTA) 2010 27 Master of Applied Psychology (MAP) 2010 37 Master of Library and Information Studies (MLIS) 2010 28 Master of Journalism and Communication (MJC) 2010 38 Master of Engineering Management (MEM) 2010 29 Master of Publishing (MP) 2010 39 Master of Auditing (MAud) 2011 30 Master of Cultural Heritage and Museology (M. C. H. M) 2010 40 Master of Chinese Medicine 2015 18

III. New normal and new challenges in PA education o The changing (institutional) environment III. New normal and new challenges in PA education o The changing (institutional) environment n Anti-corruption campaign o Banning of cadres in EMBA; sharp reduction of income; n Simplifying administration and delegation of authority o Do more with less n Strengthening rule of law o Less room for innovation n Rising expectation of citizens o Unsatisfied public becomes “new normal” n The rise of social media o Asymmetric amplification n The rise of MOOC o Do we really need all these professors? 19

Implications for MPA education o How do we respond to these changes, or should Implications for MPA education o How do we respond to these changes, or should we change? o Should our mission change? o Does our traditional business model still work? o Does our teaching method work? o …… 20

o Mission of MPA education n Leaders or managers? n Government officials or NGO o Mission of MPA education n Leaders or managers? n Government officials or NGO managers? n Generalists or specialists? o Faculty: interdisciplinary and balance n Disciplines: political science, economics, law, etc; n Academic vs. practitioners n Internationally trained vs. domestically trained; 21

o Curriculum: theories, tools, management skills n What are the needs of the students? o Curriculum: theories, tools, management skills n What are the needs of the students? n How to complement what they have? o Teaching material n Text books (domestic vs. translation); n Other teaching material such as cases o Academic community: national and international n learning network (advisory board); n Quality assurance (certification? ); n Lobbying groups for the benefits of the community o The need for the employers (the government) to recognize the value of MPA education! 22

Chinese MPA accreditation: to be or not to be? o Improve the quality of Chinese MPA accreditation: to be or not to be? o Improve the quality of MPA education is the paramount concern of the community after the rapid expansion! n Ministry of Education has issued many documents and regulations that we have to follow; n MPA steering committee has also implemented many check-points to ensure conformity n The deeper questions are: o What is quality? Is it coming from external pressures or internal calling? Is it outcome driven or process driven? Where is the right balance between internal vs external, process vs outcome? 23

The system of Chinese MPA education quality evaluation 1. The scope of the evaluation The system of Chinese MPA education quality evaluation 1. The scope of the evaluation Special Evaluation: 2. Evaluation organizations 3. The content of the evaluation 4. The methods of the evaluation New eligible MPA National MPA universities obtained Education Steering Check the degree Committee is completeness of MPA Communication 5. Result handling authorization for 3 commissioned by universities training review, conference Continue to be years and above; Office of Academic System, including review, on the spot authorized, set a Conformity Evaluation: Degrees Committee of teaching staff, talents investigation deadline for Eligible MPA the State Council to cultivation, quality rectification, or be universities earned the implement. assurance, etc. revoked of degree authorization for 6 years and above. Once every six years 24

The system of Chinese MPA education quality evaluation 8. Cooperation and exchange 1. Education The system of Chinese MPA education quality evaluation 8. Cooperation and exchange 1. Education Environment 7. Teaching Effects and Ability Training 6. Teaching Management 2. Enrollment Management PPT模板下载 :www. 1 ppt. com/moban/ 节 日PPT模板:www. 1 ppt. com/jieri/ PPT背景图 片:www. 1 ppt. com/beijing/ 优 秀PPT下载 :www. 1 ppt. com/xiazai/ Word教程: www. 1 ppt. com/word/ 资 料下载 :www. 1 ppt. com/ziliao/ 范文下载 :www. 1 ppt. com/fanwen/ 教案下载 :www. 1 ppt. com/jiaoan/ 5. Case Dataset building 行业 PPT模板:www. 1 ppt. com/hangye/ PPT素材下载 :www. 1 ppt. com/sucai/ PPT图 表下载 :www. 1 ppt. com/tubiao/ PPT教程: www. 1 ppt. com/powerpoint/ Excel 教程:www. 1 ppt. com/excel/ PPT课 件下载 :www. 1 ppt. com/kejian/ 试 卷下载 :www. 1 ppt. com/shiti/ 3. Teaching Staff 11. Curriculum 7. Structure and quantity of 12. Curriculum foundation 1. Subject resource 5. System and process of recruiting teachers 19. Teaching management agencies and 13. Comprehensive academic papers 22. Lectures and quality for activities 2. Policy supporting 24. Government partnerships 17. The advisor out of the college students teaching implementation 8. Case personnel 23. Social practice and research 14. Education achievement and employer 25. International communication 3. Funding 18. Case writingquality of practice 20. Teaching quality assurance system 6. Quantity andsupport recruiting 9. Scientific research and feedback education about 15. The Teachingschool quality and 4. 21. Study time in facilities students 10. Teacher training attitude 16. Teaching evaluation 4. Courses And Teaching implementation 25

Chinese MPA accreditation: to be or not to be? o To be (introduce MPA Chinese MPA accreditation: to be or not to be? o To be (introduce MPA accreditation) n Adding another process for MPA programs to pay attention to their quality; n Opportunities for reflection and exchanges n Providing quality information to potential students o Not to be (do not introduce MPA accreditation) n There already too many process-based hurdles, it will only divert our attention to superficial things; n It will dampen innovation and diversification in MPA education, which are really needed given the vast regional and institutional differences; n The market signal role is limited since most MPA students already have a job and they pay more attention to the reputation of university than to the program. 26

Thank you! 27 Thank you! 27